Predicting Disability

Few disabilities suddenly emerge without at

least some warning signs
Differ for different disabilities
Some are more indicative of disability than others

Genetic testing
Amniocentisis
Screen Blood tests
Ultrasound

Continuities & Discontinuities

Disability may be continuous or

discontinuous across:

Childhood
Adolescence
Adulthood

Continuity
Implies developmental changes are gradual
and quantitative (e.g., weight, height &
reading ability)
Future behavior patterns are assumed to be
able to be predicted from earlier patterns

Discontinuity

Disability or characteristics associated with the

disability appear suddenly and without warning

Fewer good behavioral predictions can be

made from early childhood

EX: Most eating disorders

Discontinuity can also refer to child seemingly

showing typical patterns of development and
then abruptly showing atypical patterns

EX: Some cases of autism spectrum disorder

The Normal Curve: What is

Normal?

34.13%

34.13%

13.59%

13.59%
.13%

.13%

2.14%

2.14%

+2

StandardDeviation

+1

+2

+3

Disability and Culture I.

Western

Culture:

One child is compared to others (the norm);

If behavior differs too greatly from the norm the
child is viewed as deviant or disabled;
Typically labeled

Other

Cultures (e.g., Some American Indian):

Dont value child-child comparisons;

Dont compare individual children to the group;

Disability and Culture II.

Definition: A disability limits the ability to

perform certain tasks in the same way most
persons do.
All tasks? or
Specific, culturally defined tasks

Children who lack abilities are considered

disabled only when their culture defines
these tasks as important.

Disability and Culture III.

Culture changes over time:

rural/agrarian > urban/industrial
relatively simple > increasingly complex

As culture and society change so do the

tasks children and adults are expected to
perform;
As a result, our definitions of disability
change over time.

Classification and Labeling I.

Classification:
A structured system that identifies and
organizes characteristics to establish order;
Classification system used in this course will be
categorical.
Labeling:
Applying a classification system to a specific
child.

Classification and Labeling II.

Advantages:

Enables us to differentiate one disability from

another.
Helps one to effectively communicate about
disabilities.
Essential for research so that a coherent body of
knowledge can be developed.

Classification and Labeling III.

Helps citizens form special interest and
lobbying groups.
Facilitates specific interventions being
developed to support persons with specific
disability types.
Necessary for funding and resources.

Classification and Labeling IV.

Advantages (cont.)
Raises awareness of the nature and support
needs of persons with disabilities.
Provides the individual with a reason for
the difficulties or challenges he/she faces.

Classification and Labeling V.

Disadvantages:

Potential that children with disabilities will not be

treated as individuals.
Greater influence placed on groups leading to
group- rather than individually-based services.
May stigmatize the child.

Classification and Labeling VI.

Can negatively affect childs self-esteem.
May result in others having low
expectations.
May lead to differential treatment.
Labels often acquire the role of explanatory
constructs.

Classification and Labeling VII.

Disadvantages:

False assumption that all children with a specific

label share a large number of other characteristics.
Labels suggest childs challenges are primarily the
result of something being wrong with the child.

Labels applied to persons with disabilities

tend to be permanent.

Classification and Labeling VIII.

Disadvantages:

Labels provide an excuse to deny access.

Labeling individual children results in tremendous
financial expenditures.

$$$ could be better used in the planning and delivery of

services.

Subclassification System for

Intellectual Disability

Old System

Mild Mental Retardation

Moderate Mental Retardation
Severe Mental Retardation
Profound Mental Retardation

New System

Intermittent Supports
Limited Supports
Extensive Supports
Pervasive Supports

The Impact of Labels

Cognition
Demeaning Labels
Negative Traits Attributed
Inferior
Incapable
Impotent

Esteeming Labels
Positive Traits Attributed
Worthy
Competent
Strong

Affect
Repulsion/Apathy

Attraction/Affection

Behavior
Rejection/Avoidance

Nurture/Empowerment

The Language of Disabilities I.

Do say
AdjectivePeople

Qualifier

culturally &children with

disabilities
linguistically
children who have... mental retardation
diverse
students with...
learning disabilities
students who have behavioral challenges
toddlers with...
cerebral palsy
adults who have...
Developmental disabilities
physical disabilities
visual impairments

The Language of Disabilities II.

Exceptions:
AdjectivePeople Qualifier
Deaf

Blind

people
who face physical challenges
children who use a wheelchair
students who are blind
youth
who are deaf
individualswho have low vision
adults

The Language of Disabilities III.

Dont Say/Write:
Article
The

Adjective or Noun
crippled
disabled
disturbed
mentally handicapped
physically handicapped
learning disabled
retarded

Developmental
Outcomes

Developmental Outcomes
affected by:
Personal characteristics (e.g.,
cognitive competencies,
communication skills, etc.); and
Environments within which the
person functions, including the
family, school, and community

How Many Children Have Disabilities?

Increase of 51% in past 25 years;
Number of children receiving special
education services increases from age 3-9,
decreases gradually thereafter.

Students Receiving Special Education Services

Disability Category

Number

% of Total

Specific Learning Disabilities

2,500,676
41.5
Speech or Language
1,446,178
24.0
Intellectual Disabilities (Mental Retardation)
486,037
08.1
Emotional/Behavioral Challenges
447,426
06.9
Other Health Impairments
423,318
07.0
Multiple Disabilities
114,414
01.9
Hearing Impairments
69,712
01.2
Orthopedic Impairments
68,085
01.1
Autism & ASDs
150,811
02.5
Visual Impairments
25,424
00.4
Traumatic Brain Injury
19,322
00.3
Deaf-Blindness
1,588
<00.1
U.S.D.O.E. 2009

How Many Children Have Disabilities?

More than 5.7 million children and youth
identified as having disabilities;
7.7% of population from 3-21 years of age;
Children with disabilities receiving special
education services represent 10.8% of schoolage population;

Ecological Theory
Environment viewed as a set of nested
structures each fitting inside of the next;
This environment is the context within
which skills and capacities are learned and
practiced, and developmental outcomes
achieved;

The Macrosystem
P

Exosystem

Family

Mesosystem

Child-Care
Microsystem

titu

Mesosystem

Child

Mesosystem

Exosystem
tio
n

Peer Group
Microsystem

Exosystem

Exosystem

Microsystem

Ins

Sys
tem
s

Mesosystem

al
c
i
log
o
Ide

ns
r
e
att

School
Microsystem

s
e
u
l
Va

Ecological Theory III.

At each level of environmental organization

factors exist that have potential to have a
positive or negative influence on
development:
Pathogenic/Risk Factors
Salutogenic/Positive Influences

Ecological Theory IV.

No single factor typically has
overwhelming impact on development.
Multiple factors, experienced over an
extended period of time have been found to
exert a profound influence on
developmental outcomes.

Ecological Theory IV.

Pathogenic Influences (Risk Factors)

Create stress within the family
Have a direct impact on the child

Minimize or remove resources important to

the childs healthy development

Ecological Theory V.

Salutogenic Influences (Resources):

Provide opportunities for development
Increase probability of positive developmental
outcomes
Negate the impact of pathogenic influences

Ecological Theory II.

Four systems included in Bronfenbrenners

(1979) and Garbarinos (1982) Ecological
Models:
Microsystem
Mesosystem
Exosystem
Macrosystem

The Microsystem
What

is a Microsystem?

The

immediate system/setting in which the

individual exists (Bronfenbrenner, 1979).
Many types of microsystems:
a. family
b. child care
c. school
d. health care
e. religious
f. peer group

Critical Microsystems
Family

Peer Group

Child

Child-Care

School

The Mesosystem
What is a Mesosystem?
Refers to the linkages or relationships
that exist between microsystems
(Bronfenbrenner, 1979);
Mesosystem linkages vary in quality and
quantity;

The Mesosystem

Many types of mesosystem linkages

a. family-school d. school-health care
b. religion-family e. peer group-family
c. child care-school

Mesosystem Connections
Mesosystem

Mesosystem

Microsystem

Child-Care
Microsystem

Peer Group
Microsystem

Child

Mesosystem

Mesosystem

Family

School
Microsystem

The Exosystem
What is an exosystem?
Refers

to the impact on more immediate

settings of the external contexts in which
they are imbedded (Bronfenbrenner, 1979);
Exosystem functions as a source of risk
or opportunity for the developing child.

Exosystem Influences
Exosystem

Mesosystem

Child-Care
Microsystem

Mesosystem

Child

Mesosystem

Exosystem

Microsystem

School
Microsystem

Exosystem

Exosystem

Microsystem

Peer Group

Mesosystem

Family

The Macrosystem
What
The

is the Macrosystem?

macrosysem refers to the broad

ideological patterns of a culture...the
overarching systems surrounding the
other systems.
Cultural and ideological values of society
as a whole
Include politics and policy

The Macrosystem
P

Exosystem

Family

Mesosystem

Child-Care
Microsystem

titu

Mesosystem

Child

Mesosystem

Exosystem
tio
n

Peer Group
Microsystem

Exosystem

Exosystem

Microsystem

Ins

Sys
tem
s

Mesosystem

al
c
i
log
o
Ide

ns
r
e
att

School
Microsystem

s
e
u
l
Va

The Chronosystem
Ecological systems change over time
Systems operate on a balance between

Morphogenesis push for change

Morphostasis tendency toward stability

What is Special Education?

Specially designed instruction, at no cost to
the parent, to meet the unique needs of a
child with a disability, including instruction
conducted within the classroom, homes,
institutions, and other settings and includes
instruction in physical education.
34 Code of Federal 17 [a], [1]

What is Special Education?

Special Education Includes:

Direct instruction in the classroom;
Consultation with general education teacher;
Coordination of students educational program;
Orchestration of learning opportunities necessary
for each child to profit from instruction;
Related services required to meet the unique;
learning needs of each child with a disability.

What is Special About Special Education?

Special educators
Special curricular content
Specialized instructional methodologies
Specialized instructional materials
Class size
Time devoted to academics